Replication Data for: Predictors of students’ participation in a learning environment survey with annual follow-ups

The data are based on a longitudinal study of occupational therapy students in Norway. Students were invited to respond to a survey in each of the three study years. This study analysed predictors of consistent study participation; that is, responding to the survey in each of the study years. The data allows for replicating the study results.Study abstract:Background: Longitudinal research is one effective way to gauge changes in a student cohort over time, however attrition in these studies is typically high, which can result in study bias. This study explored learning environment factors, approaches to studying, and academic performance as predictors of occupational therapy students’ consistent participation in data collection conducted over three years of their professional program.Method: A longitudinal study of Norwegian occupational therapy students (analyzed n = 240) was conducted. Logistic regression analysis was used to explore occupational therapy students’ perceptions of the learning environment, their approaches to studying, and exam grades as they related to the likelihood of consistent participation at three annual surveys.Results: Annual response rates varied between 55.1 %, and 65.6 %, and consistent participation was observed among 49.2 %. The fully adjusted regression models showed that higher strategic approach scores increased the odds of consistent participation (adjusted OR: 1.04, p < 0.01), whereas higher surface approach scores decreased the odds of consistent participation (adjusted OR: 0.95, p < 0.05). Neither sociodemographic factors, learning environment factors nor academic performance predicted participation over time.Conclusions: Researchers can anticipate relatively high levels of attrition in longitudinal studies of occupational therapy students, but attrition seems to be largely proportional between groups. However, completers in longitudinal studies may be somewhat more well-organized and academically oriented than drop-outs.

本数据集基于对挪威职业治疗学学生的纵向研究。学生在三年的学习期间均被邀请参与问卷调查。本研究分析了持续参与学习的预测因素；即在每个学习年度均完成问卷调查。数据允许复现研究结果。研究摘要：背景：纵向研究是衡量学生群体随时间变化的有效方法之一，然而这些研究中的流失率通常较高，可能导致研究偏差。本研究探讨了学习环境因素、学习方法和学业成绩作为职业治疗学学生在三年专业课程中持续参与数据收集的预测因素。方法：对挪威职业治疗学学生进行了纵向研究（分析样本量为n=240）。采用逻辑回归分析来探索职业治疗学学生对学习环境的感知、他们的学习方法以及考试成绩与三年年度调查中持续参与的可能性之间的关系。结果：年度响应率介于55.1%至65.6%之间，观察到49.2%的学生持续参与。完全调整后的回归模型显示，更高的策略性方法得分增加了持续参与的可能性（调整后的比值比：1.04，p<0.01），而更高的表面性方法得分则降低了持续参与的可能性（调整后的比值比：0.95，p<0.05）。社会人口统计学因素、学习环境因素以及学业成绩均未能预测学生随时间的参与情况。结论：研究者可以预期在职业治疗学学生的纵向研究中存在相对较高的流失率，但流失率似乎在各个群体之间大致成比例。然而，纵向研究中的完成者可能比辍学者在组织结构和学术导向方面更为出色。